Non Involvement In The Play Environment

There are many factors that can help a child achieve a better outcome in a school setting, as teachers we should be able to identify each of our student’s individual strengths, their pastimes and how can we support their needs so that they can master their full potential.

Play is considered one of the best Developmentally Appropriate Practice (DAP) for children to learn. Through play, relationships are built, minds are challenged and creativity enhances. It is best to expose children to play during the early years of childhood in a learning environment for as a child gets older the desire of wanting to play lessens. Children who are given more opportunity to learn through play are significantly more creative and have higher self-esteem. In the early stages of life children usually shows many signs of being body smart, which means they learn best from activities that uses the body and involve movement.

Play therapy was first established by Carl Rogers in 1942. According to the Association for Play Therapy Board (1997) Play therapy is the systematic use of a theoretical model to establish an interpersonal process wherein trained play therapist use the therapeutic powers of play to help clients prevent or resolve psychological difficulties and achieve optimal growth and development (1997). The goal for play therapy is to be able to help provide a way for the children to express their feelings and experiences. There are two types of Play therapy that consist of Directive, and Non-directive. Non-directive play Therapy acknowledges and allows the child to direct the play. This technique has 5 different

The major themes of this reading are, including all children in a child developmental settings and the different way to do that. You can create relationships and partnerships with the families of a child through communication. Secondly getting involved with early intervention providers to identify delays in a child quickly so they can start providing therapeutic help. Third modify daily routines and activities which is making it clear what is going to happen next daily making transitions to activities easier. Fourth providing position support this is making sure the child is using and toning all muscles properly. And finally supporting back and forth interactions this is when you encourage the child to communicate.

List their responses on chart paper. Then go back over each response and ask how they might answer. Discuss appropriate ways they might answer each response. (See Appendix B for examples.) Then have them take turns practicing as they did in the previous lesson. This time allow them opportunities to respond back and forth. Continue until everyone has a turn at asking and being asked to play. End the lesson by having the children “write” in their “asking others to play” journals.

Many people enjoy parrticipating in school activities. Many parents agree that after school are not only enjoyable but also help students in the classroom. Participating in a play is enjoyable because student can hang out with friends, students get regonized, and students get to choose their role.

During play, teachers must figure out “how to intervene to help children, connect contexts to everyday concepts and academic contents, leading to further cognitive and social-emotional development” (NAEYC, 2010). The role of the teacher is to expand play and ask open-ended

Some people may wonder how to encourage these developments in their children. Intellectually a parent should make it safe for their children to play. Not only with toys but they should allow their

Child-initiated play is freely chosen by the child, and is under the control of the child. The child decides how to play, how long to sustain the play, what the play is about, and who to play with. There are many forms of play, but it is usually highly creative, open-ended and imaginative. It requires active engagement of the players, and can be deeply satisfying. It engages children’s bodies, minds and emotions. In playing, children can learn to interact with others and be part of a community, to experience and manage feelings, and to be in control and confident about themselves and their abilities. During this kind of play, they also tend to show high levels of concentration and perseverance at a play activity until they have achieved their goal.

Work. For the most part, the occupation of work may not pose as big of an issue in terms of engagement, but according to Buckley (2000), 15% of individuals may need assistance; assistance with work can range from seeking out employment opportunities to adjusting to the new routine of their work day (Buckley, 2000).

Although, I do not work in a school setting, being a stay at home gives me many opportunities to interact children of all ages. Many of the children although are similar in age to my son are all on different verbal and social levels. Therefore, I make sure to celebrate each child’s strengths and make sure we play interactive games that they can all participate in while encouraging them to expand on their skills. Also, when older children are incorporated I make sure all the children are aware of the rules for safe play in advance which has prevented issues and avoided reasons for correction.

For the strategy of playing with the children, my goal would be to have improved communication between the students . in order to meet this goal some strategies to use would be incorporating some of the problems the children faced in play on the homework or extra credit. If the child was able to solve the problem in a way that was similar to how the play went then the play time was a success. the teacher could also have the children put on a play about a problem and have the children in the group act out the solution. For example if the problem was spilt milk the children could act out how they would clean up the milk.

All children have a right to play; (Article 31, United Nations Convention on the Rights of the Child) it can provide knowledge in their understanding of their environment. Play is a way for children to learn about their environment and how interactions occur within it. Children’s buoyancy develops through play, however, some children may experience stressful occurrences during their existence, and therefore, the adult’s role in facilitating a child’s play is a crucial measure towards that child's development. For those adults that work with children experience the skilfulness to prompt or even contribute to a child’s play, which is a principle constituent to therapeutic alliance. However, for those children mentioned above, what happens

Play is an innate ability of children and is gaining recognition in early childhood education. “Through play, young children engage in active learning when they reconstruct their experiences, generate ideas, and test these ideas” (Saracho, 2012). Children often display reluctance when it comes to resisting work on a play-based activity and switching to a new one due to time constraints (Rimm-Kaufman et al, 2009). Rimm-Kauffman et al. (2009) also mentioned that “Classroom quality, particularly the nature of teachers’ interactions towards children, is hypothesized to support children’s display adaptive classroom behaviours in kindergarten” (p. 960). With effective communication present, teachers help to promote children’s internal management of behaviour and enhance their achievement. Therefore, it is vital that well-planned facilitation strategies are being implemented to help children regulate their behaviours at the end of play-based activities.

The play space is not school, and whilst learning may be an important playwork priority, what is even more important is how the child learns and whether s/he retains control over prioritising what is learnt. Play is a process of trial and error in which the error is as valuable to learning as is the success. Within playwork we generally define play as behaviour which is 'freely chosen', 'personally directed' and 'intrinsically motivated' (Hughes, 1984). The definition is seen as having authenticity by playworkers because it recognises not only the child-centredness of play, but its experimental nature (Eibl-Eibesfeldt, 1967, 1970). (Hughes, 2001, p. 97)